教案 讲授章节 Lesson 8 The Kindness of Strangers(4) 授课时数 2 Q 教学目的： Grasp useful expressions,Be familiar with some rules of word formation;know more about American;comprehend the use of present participle;apply them to daily communication successfully 教学内容（讲授提纲） Teaching procedures: Introduce rules of word formation and ask Ss do the vocabulary exercise; Introduce passive voice and ask Ssdo exercise on page 176. Introduce and make a general summary of the present participle used as different adverbials ◆Do the translation Teaching contents. Teaching content Word formation rule:v-n V+tion=n.v+ment=n. determine-determination addict-addiction treat+ment=treatment Give more examples:Look at textbook page 174 Passive voice: People would consider hima jerk if he stopped to pick up hitchhikers. Changed into:He would be considered ajerk if he stopped to pick up hitchhikers. More: thieves,drug.addicts,rapists,and murderers are often found inin Central Park at night. 2.People suppos that their goverment officialsr honest and hardworking Changed int Goverment officials are suppod tobe honest and hardworkin 3.Present participles used as different adverbials. 一、现在分词在句中作原因状语
教 案 讲授章节 Lesson 8 The Kindness of Strangers (4) 授课时数 2 教学目的： Grasp useful expressions; Be familiar with some rules of word formation; know more about American; comprehend the use of present participle; apply them to daily communication successfully 教 学 内 容（讲授提纲） Teaching procedures: ◆ Introduce rules of word formation and ask Ss do the vocabulary exercise; ◆ Introduce passive voice and ask Ss do exercise on page 176; ◆ Introduce and make a general summary of the present participle used as different adverbials in sentences; ◆ Do the translation Teaching contents: Teaching content: Word formation rule: v-n V+tion=n. v+ment=n. determine-determination addict-addiction treat+ment=treatment Give more examples: Look at textbook page 174 Passive voice: People would consider him a jerk if he stopped to pick up hitchhikers. Changed into: He would be considered a jerk if he stopped to pick up hitchhikers. More: 1.Often people find thieves, drug, addicts, rapists, and murderers lurking at night in Central Park. thieves, drug, addicts, rapists, and murderers are often found in in Central Park at night. 2. People suppose that their government officials are honest and hardworking. Changed into: Government officials are supposed to be honest and hardworking. 3. Present participles used as different adverbials. 一、现在分词在句中作原因状语
1。分词每语在句中作原因状语时，相当于一个原因状语从句。与时间状语一样，也要注章 分词所表示的动作与谓语动作的先后关系。当分词所表示的动作与谓语动作同 时发生或几乎 同时发生时，用分词的一般形式。此时分词的逻辑主语须是句中的主语。这样的原因状语可 以换成because,as引导的原因状语，该从句谓语动词用一般过去时。 Not knowing how to work out the difficult physics problem,he asked the teacher for help. 因为不知道如何解这道物理难题，他求助老师。 ause he didn't know how to problem,he asked.hep. 当分装示的作发生在动之，可以用在分的完式在 中作原因状语， 其逻辑主语须为句中的主语，该短语的作用相当于一个原因状语从句。该从句的谓语动词须 用完成时。如： Having lived with the girl for 5 vears we all know her very well we have lived with the 起生 girl for5 ycars,.we all know her very well.因为与那个女孩 五年 我们都非常 三、现在分词短语在句中可以作条件状语，其逻辑主语须为句中的主语，该短语相当于一个 条件状语从句。 Working hard,.you'll succeed.=Ifyou work hard,.youll succeed.如果你努力工作，你会成功 的。 Tuing to the left you will find the path eding to the park. =Ifyou tun to the left,you will find the path leading to the park.如果转向左边，你将找到通向 公园的小道。 四、分词短语在句中作让步状语 分词短语在句中作让步状语时，相当于一个让步状语从句，有时分词前可以带有连接词 n ie though. Weighing almost one hundred jin the stone was moved by him alone. =Although the stone weighted almost one hundred jin,it was moved by him alone.虽然那块石 头重将近一百斤，他一个人就把它挪动了。 可以作结果状语，它的逻辑主语便是句中的主语，该短语相当于一个结 果状语从句，且用主动语态。分词短语在句中作结果状语时，通常位于句末，中间有逗号。 有时为了加强语气，就在分词前加thus。 Their car was caught in a traffic jam,thus causing the delay. =Their car was caught ina traffic jam,thus it caused the delay.他们的车遇上交通阻塞，因而耽 误了 六、分词短语在句中表示方式或伴随情况 分词短语表示方式或伴随情况是比较常见的。它用来说明动作发生的背景或情况。一般情况 下，现在分词所表示的动作与谓语所表示的动作同时发生，它的逻辑主语就是句中的主语， 谓语动词作为主要动作，而现在分词表示一个暗衬动作，它没有相应的状语从句可以转换 但可以用并列句来转换。过去分词可以说明谓语动作的背景。过去分词与其逻辑主语之间有 动宾关系。如： The children ran out of the room,laughing and talking merrily. The children laughed and talked memrily,and they ran out of the room.那些孩子们跑出房间，愉 快地笑者、说着。 Helped by their teacher,.the students finished the task successfully.在老师的帮助下，学生f们成
1．分词短语在句中作原因状语时，相当于一个原因状语从句。与时间状语一样，也要注意 分词所表示的动作与谓语动作的先后关系。当分词所表示的动作与谓语动作同时发生或几乎 同时发生时，用分词的一般形式。此时分词的逻辑主语须是句中的主语。这样的原因状语可 以换成 because, as 引导的原因状语，该从句谓语动词用一般过去时。 Not knowing how to work out the difficult physics problem, he asked the teacher for help. 因为不知道如何解这道物理难题，他求助老师。 = Because he didn't know how to work out the difficult physics problem, he asked.help. 2．当分词表示的动作发生在谓语动作之前，可以用现在分词的完成式在句中作原因状语， 其逻辑主语须为句中的主语，该短语的作用相当于一个原因状语从句。该从句的谓语动词须 用完成时。如： Having lived with the girl for 5 years, we all know her very well. = Because we have lived with the girl for 5 years, we all know her very well. 因为与那个女孩一 起生活了五年，我们都非常了解她。 三、现在分词短语在句中可以作条件状语，其逻辑主语须为句中的主语，该短语相当于一个 条件状语从句。 Working hard, you'll succeed. = If you work hard, you'll succeed. 如果你努力工作，你会成功 的。 Turning to the left, you will find the path leading to the park. = If you turn to the left, you will find the path leading to the park. 如果转向左边，你将找到通向 公园的小道。 四、分词短语在句中作让步状语 分词短语在句中作让步状语时，相当于一个让步状语从句，有时分词前可以带有连接词 although, whether, even if, even though。 现在分词短语作让步状语，分词的逻辑主语是句中的主语，变成状语从句时，需用主动语态。 Weighing almost one hundred jin the stone was moved by him alone. = Although the stone weighted almost one hundred jin, it was moved by him alone. 虽然那块石 头重将近一百斤，他一个人就把它挪动了。 五、分词短语在句中作结果状语 现在分词短语在句中可以作结果状语，它的逻辑主语便是句中的主语，该短语相当于一个结 果状语从句，且用主动语态。分词短语在句中作结果状语时，通常位于句末，中间有逗号。 有时为了加强语气，就在分词前加 thus。 Their car was caught in a traffic jam, thus causing the delay. = Their car was caught in a traffic jam, thus it caused the delay. 他们的车遇上交通阻塞，因而耽 误了。 六、分词短语在句中表示方式或伴随情况 分词短语表示方式或伴随情况是比较常见的。它用来说明动作发生的背景或情况。一般情况 下，现在分词所表示的动作与谓语所表示的动作同时发生，它的逻辑主语就是句中的主语， 谓语动词作为主要动作，而现在分词表示一个陪衬动作，它没有相应的状语从句可以转换， 但可以用并列句来转换。过去分词可以说明谓语动作的背景。过去分词与其逻辑主语之间有 动宾关系。如： The children ran out of the room, laughing and talking merrily. The children laughed and talked merrily, and they ran out of the room. 那些孩子们跑出房间，愉 快地笑着、说着。 Helped by their teacher, the students finished the task successfully. 在老师的帮助下，学生们成
功地完成了任务 作定语 的名察可以在发修饰的名之前。称为首置定有的放在修 (1)前置定语 He isa promising young man. 他是一个有前途的年轻人。 Make less noise.There'saseng child.不要出太大声音，有个孩子在睡觉。 (2)后置定语 The young man sitting between John and Mary is the editor of the campus newspaper. 约翰和玛雨之间的那个年轻小伙子是校园报的编辑。 (3)分词短语作定语必须置于被修饰词之后，相当于一个定语从句。如： Those wishing to join this club sh -Th sighere。.想加入木俱乐部的人在这里签名 nose who wish to join the club s The man,having been disturbed so badly,.almost lost his memory.由于被严重困扰，这个 人几乎失去了i记忆。(The man.who had been disturbed so badly,.almost lost his memory.) (4)完成体的分词一般不作定语，若要表达完成意义最好用定语从句。如： 我们一般不说：The girl having won the race is my deskmate. 而常这样说：The girl who has won the race is my deskmate. (5)非限定性的完成体作定语或如果分词所修饰的词是泛指则没有这个限制。如： Anyone having pased the test has gota prize.任何通过考试的人都能得到一份奖品 Charlie,.having livedin Paris for vears decided.在巴黎呆过多年，查 理决定重返伦敦。 二、现在分词短语作时间状语有以下三种情况： 1.分词动作 语动作紧跟着发生，这时用现在分词的一般式作时间状语，其逻 主语为句中的主语.常用的动词，如：hea,see,arrive,return,get to,look,open,.close,leave,tur around,.walk等，表示一个极短暂动作。 此种情况可以换作o叶动名词，表示相同的意思。译作”一（刚）就”。 此种情况也可以换作是whn引导的时间状语从句，该从句的动词多用一般过去时表示。如 Hearing their teacher's voce.the pupils stopped.(Onhearing their When they heard their teacher's voice,the pupils. 一所到教师的声音，学生们立 停止讲话
功地完成了任务。 作定语 分词作定语有两种形式。它可以放在被修饰的名词之前，称为前置定语。有的放在被修 饰的名词之后，称为后置定语。 （1）前置定语 He is a promising young man. 他是一个有前途的年轻人。 Make less noise. There’s a sleeping child. 不要出太大声音，有个孩子在睡觉。 （2）后置定语 The young man sitting between John and Mary is the editor of the campus newspaper. 坐在 约翰和玛丽之间的那个年轻小伙子是校园报的编辑。 （3）分词短语作定语必须置于被修饰词之后，相当于一个定语从句。如： Those wishing to join this club should sign here. 想加入本俱乐部的人在这里签名。 (=Those who wish to join the club should sign here.) The man, having been disturbed so badly, almost lost his memory. 由于被严重困扰，这个 人几乎失去了记忆。 (The man, who had been disturbed so badly, almost lost his memory.) （4）完成体的分词一般不作定语，若要表达完成意义最好用定语从句。如： 我们一般不说：The girl having won the race is my deskmate. 而常这样说：The girl who has won the race is my deskmate. （5）非限定性的完成体作定语或如果分词所修饰的词是泛指则没有这个限制。如： Anyone having passed the test has got a prize. 任何通过考试的人都能得到一份奖品。 Charlie, having lived in Paris for years, decided to return to London. 在巴黎呆过多年，查 理决定重返伦敦。 二、现在分词短语作时间状语有以下三种情况： 1．分词动作一发生，谓语动作紧跟着发生，这时用现在分词的一般式作时间状语，其逻辑 主语为句中的主语。常用的动词，如：hear, see, arrive, return, get to, look, open, close, leave, turn around, walk 等，表示一个极短暂动作。 此种情况可以换作 on+动名词，表示相同的意思。译作"一（刚）.就."。 此种情况也可以换作是 when 引导的时间状语从句，该从句的动词多用一般过去时表示。如： Hearing their teacher's voice, the pupils stopped talking at once.（= On hearing their teacher's voice. = When they heard their teacher's voice, the pupils.）一听到教师的声音，学生们立即 停止讲话
2.谓语动作发生在分词所表示的动作过程之中，则用when/while+现在分词的一般式，分 词的逻辑主语为句中的主语。此种情况可以用+动名词 一般式代替。 也可以换作whe、while引导的时间状语从句，该从句的谓语动词用进行时态。如： Don't be careless when/while having an exam.=Don't be careless in having an exam.=Don't be careless when/while you are having an exam.考试时不要粗心. 注：此结构中，不能用其他连接词替换when或while。 3.分词所表示的动作完成之后，谓语动作才发生，则要现在分词的完成式，即having dor 的形式。分词的逻辑主语应是句中的主语。 这种情况可以用afer+动名词的一般式表示。 这种情况也可以用after/when引导的时间状语从句来替换，该从句的谓语动词用过去完成 式。如： Having finished his homework the boy was alowed to watch TV play After having finished his homework,the boy. After/when he had finished his homework,the boy. 现在分词短语起补充说明的作用与伴随状语有些相似，但严格地说，它不是伴随状语，因 为它所表达的情景不与句子的动作相伴而产生，实际上，它起着补充说明的作用，相当于 个并列分句，但比分句简洁、明快。例如： DMy train leaves at six,arriving in Chicago will arrive in Chicago a te The visiting Minister expressed his satisfaction with the talks,adding that he had enjoyed his stay here.=and added that he had enjoyed his stay here. Translation exercises 本章节的教学重点、难点： Word formation rule Difficult point present participeused as different adverbials 教学方法、教学手段： Discussion and explanation 作业、讨论题、思考题： Go the given multiple choice and review. 参考资料： Grammar book and TEM-4 test papers
2．谓语动作发生在分词所表示的动作过程之中，则用 when /while+现在分词的一般式，分 词的逻辑主语为句中的主语。此种情况可以用 in+动名词的一般式代替。 也可以换作 when、while 引导的时间状语从句，该从句的谓语动词用进行时态。如： Don't be careless when /while having an exam. = Don't be careless in having an exam. = Don't be careless when / while you are having an exam. 考试时不要粗心。 注：此结构中，不能用其他连接词替换 when 或 while。 3．分词所表示的动作完成之后，谓语动作才发生，则要现在分词的完成式，即 having done 的形式。分词的逻辑主语应是句中的主语。 这种情况可以用 after+动名词的一般式表示。 这种情况也可以用 after /when 引导的时间状语从句来替换，该从句的谓语动词用过去完成 式。如： Having finished his homework the boy was allowed to watch TV play. After having finished his homework, the boy. After /when he had finished his homework, the boy. 现在分词短语起补充说明的作用与伴随状语有些相似，但严格地说，它不是伴随状语，因 为它所表达的情景不与句子的动作相伴而产生，实际上，它起着补充说明的作用，相当于一 个并列分句，但比分句简洁、明快。例如： ①My train leaves at six，arriving in Chicago at ten.＝.and will arrive in Chicago at ten. ②The visiting Minister expressed his satisfaction with the talks，adding that he had enjoyed his stay here.＝.and added that he had enjoyed his stay here. Translation exercises. 本章节的教学重点、难点： Word formation rule Difficult point: present participle used as different adverbials 教学方法、教学手段： Discussion and explanation 作业、讨论题、思考题： Go the given multiple choice and review. 参考资料： Grammar book and TEM-4 test papers
教案 讲授章节 Unit 8 The Kindness of Strangers(5) 授课时数 2 教学目的： To use the text as the materials to develop the Ss'speaking ability Tohelp Ss grasp the important idiomatic expressions in the text To grasp the use of What-clause 教学内容（讲授提纲） Teaching procedures: Review To do exercises about what-clause and explain Do oral work; Teaching contents: What-clause use are illustrated in the following 一.引导主语从句 I)What we need is more time.(what做need的宾语)我们所需要的是更多的时间 的建学效后程cahc金负as的主看流正布损 二.引导宾语从句 1)People were perhaps more honest a long time ago when life was very different from what it is today.(what做从句中is的表语)很久以前当生活与现在的生活完全不同时，人们或许更诚实. 2)People have heard what the president has said they are waiting to see what he will do.(what 分别做动词heard和e的宾语)人们已经听到了总统所说的：他们正等若看总统会做什2 三.引导表语从句 1)Whether ways will be found to stop pollution or not is just what worries the public.(what 句中的主语)是否能找到阻止污染的方法就是所令民众担心的事儿. 2)That is what I want to tell you.(hat做从句中的宾语)那就是我想告诉你的事儿. 3)The litte grl isooer what she used to be.(hat做从句中的表语)这个小女孩不再是过
教 案 讲授章节 Unit 8 The Kindness of Strangers (5) 授课时数 2 教学目的： ◆ To use the text as the materials to develop the Ss’ speaking ability ◆ To help Ss grasp the important idiomatic expressions in the text ◆ To grasp the use of What-clause 教 学 内 容（讲授提纲） Teaching procedures: Review To do exercises about what-clause and explain Do oral work; Teaching contents: What-clause use are illustrated in the following 一. 引导主语从句 1)What we need is more time.(what 做 need 的宾语)我们所需要的是更多的时间. 2)What really matters is that she wore a pair of white shoes.(what 做matters的主语)真正麻烦 的是她穿了一双白鞋. 二.引导宾语从句 1)People were perhaps more honest a long time ago when life was very different from what it is today.(what 做从句中 is 的表语)很久以前当生活与现在的生活完全不同时，人们或许更诚实. 2)People have heard what the President has said;they are waiting to see what he will do.(what 分别做动词 heard 和 see 的宾语)人们已经听到了总统所说的；他们正等着看总统会做什么. 三.引导表语从句 1)Whether ways will be found to stop pollution or not is just what worries the public.(what 做从 句中的主语)是否能找到阻止污染的方法就是所令民众担心的事儿. 2)That is what I want to tell you.(what 做从句中的宾语)那就是我想告诉你的事儿. 3)The little girl is no longer what she used to be.(what做从句中的表语)这个小女孩不再是过